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### EE 302 - HW 3

Course: EE 302, Fall 2007
School: University of Texas
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Word Count: 200

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2, Chapter Problem 26. For the circuit in Fig. 2.90, io =2 A. Calculate ix and the total power dissipated by the circuit. ix io 2 4 8 16 The voltage across the 8 resistor is that across the 16. A. True B. False Chapter 2, Problem 32. Find i1 through i4 in the circuit in Fig. 2.96. The 4 resistors are all in parallel with each other. A. True B. False The following lists the currents in order of lowest to...

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2, Chapter Problem 26. For the circuit in Fig. 2.90, io =2 A. Calculate ix and the total power dissipated by the circuit. ix io 2 4 8 16 The voltage across the 8 resistor is that across the 16. A. True B. False Chapter 2, Problem 32. Find i1 through i4 in the circuit in Fig. 2.96. The 4 resistors are all in parallel with each other. A. True B. False The following lists the currents in order of lowest to highest. A. i1, i2, i3, i4 B. I2, i3, i4, i1 C. I3, i4, i1, i2 D. None of the above Chapter 2, Problem 34. Using series/parallel resistance combination, find the equivalent resistance seen by the source in the circuit of Fig. Find 2.98. the overall dissipated power. 20 8 10 12 V + _ 40 12 40 20 10 Chapter 2, Problem 38. Find Req and io in the circuit of Fig. 2.102. The 60 resistor is not in parallel with the 12 and 6 resistors because they do not share a common pair of nodes. A. True B. False 60 12 io 5 6 80 40 V + _ 15 20 Req Chapter 2, Problem 41. If Req = 50 in the circuit in Fig. 2.105, find R. In order for Req to equal 50 , the net resistance in series with the 30 resistor must equal A. 20 B. 50 C. 30 D. Cannot say Chapter 2, Problem 45. Find the equivalent resistance at terminals a-b of each circuit in Fig. 2.109.
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University of Texas - EE - 302
Chapter 3, Problem 6. Use nodal analysis to obtain v0 in the circuit in Fig. 3.55. The current I1 is equal toA. V0/4B. 3AC. (V0 -12)/4D. None of the aboveChapter 3, Problem 10. Find i0 in the circuit in Fig. 3.59.The supernode method needs
University of Texas - EE - 302
Chapter 3, Problem 36. Rework Prob. 3.6 using mesh analysis.Chapter 3, Problem 39. Determine the mesh currents i1 and i2 in the circuit shown in Fig. 3.85.Chapter 3, Problem 40. For the bridge network in Fig. 3.86, find Io using mesh analysis.C
University of Texas - EE - 302
Chapter 3, Problem 56. Determine v1 and v2 in the circuit of Fig. 3.101.The voltages across all the resistors will be the same because the values of the resistors are the same. A. True B. FalseChapter 3, Problem 60. Calculate the power dissipated
University of Texas - EE - 302
Chapter 4, Problem 24.Use source transformation to find the voltage Vx in the circuit of Fig. 4.92.3A8 + + _ Vx 1040 V102 VxChapter 4, Problem 26.Use source transformation to find io in the circuit of Fig. 4.94.53Aio46A2
University of Texas - EE - 302
Chapter 4, Problem 40. Find the Thevenin equivalent at terminals a-b of the circuit in Fig. 4.107.+ Vo 20 k10 k a70 V + _ b+ 4 VoChapter 4, Problem 43. Find the Thevenin equivalent looking into terminals a-b of the circuit in Fig. 4.11
University of Texas - EE - 302
Chapter 5, Problem 8. Obtain vo for each of the op amp circuits in Fig. 5.47.Figure 5.47 for Prob. 5.8Chapter 5, Problem 10. Find the gain vo/vs of the circuit in Fig. 5.49.Figure 5.49 for Prob. 5.10Chapter 5, Problem 13. Find vo and io in th
University of Texas - EE - 302
EE302 Homework #1 Chapter 1, Problem 6. The charge entering a certain element is shown in Fig. 1.23. Find the current at: (a) t = 1 ms (b) t = 6 ms (c) t = 10 msChapter 1, Solution 6. (a) At t = 1ms, i = (b) At t = 6ms, i =dq 80 = = 40 A dt 2dq
University of Texas - EE - 302
EE302 Homework #2 Chapter 2, Problem 12. In the circuit in Fig. 2.76, obtain v1, v2, and v3.Chapter 2, Solution 12. + 15v -loop 2 25v + + 20v For loop 1, For loop 2, For loop 3, + 10v + v1 + v2 + v3 -loop 1loop 3-20 -25 +10 + v1 = 0 -10 +1
University of Texas - EE - 302
EE302 Homework #3 Chapter 2, Problem 26. For the circuit in Fig. 2.90, io =2 A. Calculate ix and the total power dissipated by the circuit.ix io 2 4 8 16 Chapter 2, Solution 26. If i16= io = 2A, then v = 16x2 = 32 Vi8 =v =4A, 8i4 =v = 8 A
University of Texas - EE - 302
EE302 Homework #4 Chapter 3, Solution 6. i1 + i2 + i3 = 0v0 - 12 v0 v0 - 10 + + =0 4 6 2or v0 = 8.727 VChapter 3, Solution 10.At node 1:V - V3 V1 +4+ 1 = 0, 8 1also by Ohm's law: I 0 =V1 8 V1 V3 V3 - V1 + + =0 4 4 1At node 3: - 2 I 0 +
University of Texas - EE - 302
EE302 Homework #5 Chapter 3, Solution 36.4 i1 i2 10 V + i312 V+I16I22Applying mesh analysis gives, 12 = 10I1 6I2 -10 = -6I1 + 8I2or 6 5 - 3 I 1 - 5 = - 3 4 I 2 =5 -3 6 -3 5 6 = 11, 1 = = 9, 2 = = -7 -3 4 -5 4 -
University of Texas - EE - 302
EE302 Homework #6 Chapter 3, Solution 56. + v1 2 2i222 2+v212 V+i1i3For loop 1, 12 = 4i1 2i2 2i3 which leads to 6 = 2i1 i2 i3 For loop 2, 0 = 6i2 2i1 2 i3 which leads to 0 = -i1 + 3i2 i3 For loop 3, 0 = 6i3 2i1 2i2 whic
University of Texas - EE - 302
Introduction to Electrical and Computer EngineeringEE302 Prof. Nina Telang1Welcome to UT!What is the Mission of UT? To transform lives for the benefit of society through the core values of learning, discovery, freedom, leadership, individual
University of Texas - EE - 302
Unit 1: The Professional Engineer1ObjectivesWho is an Engineer?What is the Engineering Design Cycle?2ABET* Definition of EngineeringThe profession in which a knowledge of the mathematical and natural sciences gained by study, experien
University of Texas - EE - 302
Energy and Power1EnergyEnergy is the capacity of matter to perform work Energy is conserved. It can be neither created nor destroyed. The unit of energy is the Joule and is the same as the unit of work.2PowerPower = energy per un
University of Texas - EE - 302
Unit 2: Basic Circuit TheoryUnit 2.1 Units and Significant FiguresLearning ObjectivesWhat are engineering units and notations? How many significant figures should you use?International System of Units (SI), formerly MKSSystems of UnitsUn
University of Texas - EE - 302
Unit 2: Basic Circuit TheoryUnit 2.2: Physical Basics1Learning Objectives Charge Current and Voltage Energy and Power Ideal basic circuit element Passive sign convention2Charge Charles CoulombFundamental electric quantity Charg
University of Texas - EE - 302
Energy and Power1EnergyEnergy is the capacity of matter to perform work Energy is conserved. It can be neither created nor destroyed. The unit of energy is the Joule and is the same as the unit of work.2PowerPower = energy per un
University of Texas - EE - 302
Unit 2: Basic Circuit TheoryUnit 2.3: Circuits and Circuit Elements Chapter 21Learning Objectives Review Resistance Ohm's Law Short circuit and open circuit Nodes, branches and loops Kirchhoff's Voltage Law (KVL) Kirchhoff's Current Law
University of Texas - EE - 302
Unit 2: Basic Circuit TheoryUnit 2.5: Series and Parallel CircuitsLearning Objectives Series Circuits Voltage sources Resistors Parallel Circuits Current Sources ResistorsHow do series circuits divide voltageHow do parallel circuits divide c
University of Texas - EE - 302
Unit 4: Other Circuit Analysis TechniquesUnit 4.1 Source Transformations Unit 4.2 Thevenin's Theorem/Norton's TheoremLearning Objectives Transform voltage sources with series resistors into current sources with parallel resistors source transf
University of Texas - EE - 302
Unit 3: Node and Mesh Circuit AnalysisUnit 3.1 Node Voltage Analysis Chapter 3Learning Objectives Why is there a need for more powerful techniques to solve circuits. What is the node voltage method. How do we apply it.Practice ProblemCalcul
University of Texas - EE - 302
Unit 3: Node and Mesh Circuit AnalysisUnit 3.2 - Mesh Current Analysis1Learning Objectives Review on definitions of branches, nodes, meshes and loops What are planar and non-planar circuits? What is the mesh current analysis? How do you writ
University of Texas - EE - 302
Unit 3: Node and Mesh Circuit AnalysisUnit 3.4 Superposition Chapter 4Learning Objectives What are linear circuits? What is the Superposition Principle? How can we turn off a voltage source? How can we turn off a current source? When can sup
University of Texas - EE - 302
Unit 3: Node and Mesh Circuit AnalysisUnit 3.3 - Node Voltage Analysis vs. Mesh Current AnalysisSolving Problems Since the first exam, we have introduced two systematic techniques: Node Voltage Analysis allows you to assign voltage values to eac
University of Texas - EE - 302
KVL, KVL, and Ohm's LawProblem 1a) In the circuit below, resistor R is increased. What happens to the following quantities? (Circle the appropriate answer.)R V R1 R2 R3 Power dissipated in R1 Power dissipated in R2 Power supplied by voltage
University of Texas - EE - 302
Mystery Unit: What Engineering is to me (Estimated Pages: 2-3)This unit is due on Blackboard by Monday, November 19th at 5 PM CST.In this unit, you are to write a brief essay about engineering from your own personal perspective. In your unit, you
University of Texas - EE - 302
Brian FontenotEE 302 16190 Telang Mystery Unit Essay Growing up in high school, I received many conflicting definitions of engineering. Engineering was a questionable technical field of problem solvers. Another questionable definition was engineers
University of Texas - EE - 302
Chapter 2, Problem 30. Find Req for the circuit in Fig. 2.94.66Req22Chapter 2, Problem 27. Calculate Vo in the circuit of Fig. 2.91.4+ Vo 16 V + _ 6Chapter 2, Problem 31. For the circuit in Fig. 2.95, determine i1 to i5.3i1i3
University of Texas - EE - 302
Chapter 3, Problem 1. Determine I-x in the circuit shown in Fig. 3.50 using nodal analysis.1k4kIx9V+ _2k+ _6VChapter 3, Problem 2. For the circuit in Fig. 3.51, obtain v1 and v2.Chapter 3, Problem 3. Find the currents i1 through i
University of Texas - EE - 302
Chapter 4, Problem 34. Find the Thevenin equivalent at terminals a-b of the circuit in Fig. 4.102.Figure 4.102Chapter 4, Problem 34. Find the Thevenin equivalent at terminals a-b of the circuit in Fig. 4.102.Figure 4.102Chapter 4, Problem 34.
University of Texas - EE - 302
Chapter 4, Problem 50. Obtain the Norton equivalent of the circuit in Fig. 4.116 to the left of terminals a-b. Use the result to find current iIn order to find the Thevenin's or Norton's equivalent on the left of a-b, we remove the(A) 5 and the 4A
University of Texas - EE - 302
EE 302 Lab Proficiency Exam - Example(Time for Exam: 20 minutes)Name: _ Professor: _ The goal of this exam is to measure your abilities to build a circuit on a breadboard based on a circuit schematic and accurately measure currents and voltages fro
University of Texas - EE - 302
Find the Thevenin's equivalent as seen by the 8 resistor.When finding the Thevenin's voltage, the 4 and 2 resistors are (i) In series(ii) In parallel(iii) Neither in series nor parallelWhen finding the Thevenin's resistance using the 1V test s
University of Texas - EE - 302
EE 302 Project InstructionsThe EE 302 Project is designed for you to explore UT-Austin and learn more about the engineering profession. The project will consist of a series of assignments broken up into eight units. Note that some units will require
University of Texas - EE - 302
Page 46Page 47Page 48
University of Texas - EE - 302
Explore Engineering ProjectThe EE 302 Project is designed for you to explore UT-Austin and learn more about the engineering profession. The project will consist of a series of assignments broken up into eight different units. Unit A: One page
University of Texas - EE - 302
University of Texas - EE - 302
KVL, KVL, and Ohm's LawProblem 1a) In the circuit below, resistor R is increased. What happens to the following quantities? (Circle the appropriate answer.)R V R1 R2 R3 Power dissipated in R1 Power dissipated in R2 Power supplied by voltage
University of Texas - EE - 302
Final Exam Review Part 2Dr. TelangPassive Power ConventionP = VI (current enters at positive terminal) P = -VI (current enters at negative terminal)If power is negative delivering If power is positive absorbingAlways have conservation of po
University of Texas - EE - 302
Operational AmplifiersReview with problemsOp-Amp Rules Current entering the op-amp is zero. Voltage at inverting and non-inverting inputs are equal.Practice Problem # 1 (Inverting Amplifier)Practice Problem # 2 (Inverting Amplifier)Practic
University of Texas - EE - 302
Thevenin's and Norton's Equivalents Maximum Power Transfer TheoremSummaryTo find Thevenin's or Norton's equivalent: 1. Identify the load resistor (or the resistor across which the equivalent needs to be determined), and remove it. 2. Find the open
University of Texas - EE - 302
Brian Fontenot 16190 Telang October 8, 2007 EE 302 Project Unit CEngineers have great social and ethical responsibility in our society. The success rate and performance of every engineer in the United States impacts each individual, each citizen, a
University of Texas - EE - 302
Brian Fontenot EE 302 16190 TelangMWF 9:00 AM 10:00 amSeptember 27, 20071 Brian Fontenot BLF339 16190 MWF 9:00 AM 10:00 AM Unit BEE 302 Unit B Project: Engineering in the Popular Press How Do Love Thee? (Internet Dating and the Science o
University of Texas - EE - 302
Brian Fontenot 16190 Telang October 8, 2007 EE 302 Project Unit CEngineers have a great responsibility in our society. The success rate and performance of every engineer in the United States impacts each individual, each citizen, and changes the wa
University of Texas - EE - 302
Future Trends in Power System ControlTo buy time for online computations needed for central coordination and to attain wider-area objectives for optimum operation, one has had to resort to decomposition and, therefore, multilevel hierarchical contr
University of Texas - EE - 302
Brian Fontenot EE 302 Telang 16190 10/22/07 Unit D: Current Issues in Electrical EngineeringPower transmission and the way power is controlled have been a very important issues to the field of electrical and computer engineering. The current transm
University of Texas - EE - 302
Brian Fontenot EE 302 Telang 16190 10/22/07 Unit D: Current Issues in Electrical EngineeringPower transmission and the way power is controlled have been a very important issues to the field of electrical and computer engineering. The current transm
University of Texas - EE - 302
Brian Fontenot EE 302 Telang 16190 10/22/07 Unit E: Technical Seminar- Thermal Properties of Nanostructures My eyes were open; my horizon was expanded after attending the &quot;Thermal Properties ofNanostructures: Thermoelectric Applications&quot; seminar giv
University of Texas - EE - 302
Brian Fontenot EE 302 Telang 16190 10/22/07 Unit E: Technical Seminar The tile of the seminar The name of the speaker and his/her affiliation Your brief summary of the of the seminar A summary of what you felt you learned about the topicMy eyes
University of Texas - EE - 302
Brian Fontenot BLF339 EE 302 Telang 16190 November 4, 2007 Plus/Minus Grading Your GPA is the most important definition of your scholastic ability while in college. The fact that your GPA is a determinant of your future is valid in many ways. The h
University of Texas - EE - 302
Brian Fontenot 16190 Telang EE 302 November 7, 2007 Unit G: Student Organization Meetings in Engineering UT is known for providing the best opportunities for the collegiate body. With over 900 different student organizations, the various interests of
University of Texas - EE - 302
Brian Fontenot BLF339 EE 302 Telang 16190 November 4, 2007 Plus/Minus Grading Your GPA is the most important definition of your scholastic ability while in college. The fact that your GPA is a determinant of your future is valid in many ways. The h
University of Texas - EE - 302
Brian Fontenot 16190 Telang EE 302 November 7, 2007 Unit G UT is known for providing the best opportunities for the collegiate body. With over 900 different student organizations, the various interests of the students are heard across the campus. For
University of Texas - EE - 302
Unit 4.3 - The Operational AmplifierChapter 51The Operational AmplifierAn active circuit element designed to perform mathematical operations of addition, subtraction, multiplication, division, differentiation, and integration.2The 741 Op Am
University of Texas - EE - 302
appendix aThe LC-3 ISAA.1 OverviewThe Instruction Set Architecture (ISA) of the LC-3 is defined as follows: Memory address space 16 bits, corresponding to 216 locations, each containing one word (16 bits). Addresses are numbered from 0 (i.e, x0000
University of Texas - EE - 306
EE306 HW # 11. Question 3.23 on page 88 from the text. (2 points) 2. a) Draw the gate level schematic for the XOR gate. If a and b are inputs to the gate then the output c is completely described by:c= a.b' + a'.b(b' = complement of b, a'=compl
University of Texas - EE - 306
EE 306 - Introduction to ComputingHomework #21. 2. 3. 4. 5. 6. 7. 8. 9. 3.24, from the course text 3.28 a-d 3.29 3.33 3.34 3.35 3.41 3.44 Consider the circuit shown below. The output of the MUX is A when S is 0, and B when S is 1. The signals show
University of Texas - EE - 306
HOME WORK # 3Due Date: October 29, 2007Q1) (4.11) State the phases of the instruction cycle and briefly describe what operations occur in each phase. Q2) (4.8) Suppose a 32-bit instruction has the following format:OPCODE DR SR1 SR2 UNUSEDIf ther
University of Texas - EE - 306
EE 306 - HW #4 Completion date: Wednesday November 7th, in class Remember 1: Make sure your name, eid, TA session are clearly marked on your submission Remember 2: FOR ALL FUTURE HOMEWORK, TEST AND EXAM SUBMISSIONS YOUR NAME, EID, AND FINAL ANSWER MU
University of Texas - EE - 306
HW 5 Brian Fontenot BLF339 EE 306 David F: 12 1 Pm RLM 7.1161. JSR #15 2. The program checks to see if the number is the same as the mask number. If it is not, it adds itself to the orginal number and goes backs and test it to see if it's the same